أثر اختلاف استراتيجيتين تشاركيتين (المهام المجزأة-المناقشة)‎ ببيئة التعلم المعكوس على التحصيل المعرفي لدى تلاميذ المرحلة الإعدادية

الملخص EN

The current research seeks to reveal the impact of the two types of participatory strategy (fragmented tasks-discussion) in the flipped learning environment on the cognitive achievement of middle school students, and the researcher followed the quasi-experimental approach to study the impact of the independent variable, which is typical of the participatory strategy (fragmented tasks-discussion) on the dependent variable it is the cognitive achievement, and the research sample amounted to (30) female students of the third year of middle school, the research tools were applied to it, which is an achievement test prepared by the researcher consisting of thirty questions, and it was judged by specialists in the field of computer and educational technology.

influenced on the cognitive achievement of the students, and some previous studies confirmed these results because of the advantages and characteristics of this strategy (discussion strategy) that increase self-expression and present ideas without shame and make the learner a manager who manages the learning process by himself and is not only a recipient of information as well as increases achievement I have a cognitive learner.